MODULE 2.01B The Training session 1.5 INTRODUCTION Flashcards
What questions, for which we have “our responses”
should we ask for training sessions?
- What do we want to train?
- How do we want to train?
- Who should train?
- Where should we train?
- When should we train?
What do we want to train?
- Here, we will refer to the training objective. In this regard, the training
objective should be carried out (we want to see it captured) in the practice game
so we must take this into account for all training sessions.
- Based on this, the rest of the training program will be designed so
that the objective and instructions remain the same.
How do we want to train?
A good coach must be aware that he/she will have to adapt his/her conception
of the game to that of the club (philosophy, characteristics, context),
and transfer it to the playing field; being aware of how he/she
should transmit it in a coherent way to the players.
How can we improve the objective? Criteria to be developed.
How do we do this exercise? How do we intend to teach methods
Various exercises, always with the ball.
Rondos.
Position games.
Progress made.
Games.
Who should train?
In comprehensive training, all players should, although certain exercises
maybe more specific, depending on the ball and the positions of the players.
It is therefore important that within the categories developed in soccer 7, they
learn to play in all positions to better understand the game from different perspectives.
Where should we train?
During training, together with the team, although certain exercises
that more closely reflect specificity may be carried out in smaller groups.
When should we train?
The playing strategy to be taught must be adapted
to the age and playing level of each player
Differentiate (prioritize) the concepts and content to be trained, according to the training stages:
Initiation stage.
Specific training and specialization stage.
Performance stage.
Why is it important to put players in different positions?
Within each position on the playing field, we try to ensure that all U-8 players
are in at least 3 positions. In U-10, they play 2-3 positions and in U-12,
2 positions as a mandatory minimum, and always in two different lines. In other words, positions such as lateral-left, lateral-right, central-left and central-right, for example,
should be avoided if the goal is optimization by means of a 1-2-3-1 (or 7-a-side).
It may be central-left, but then mid-center, or if not, then forward.
This way, the player is provided with a greater collection of motor and cognitive experiences.
Organization Activation Learning
- Start the training session on time.
- It is important to provide a brief explanation of the training session,
exercises and planned objectives. If possible, this should be displayed
in the locker room with a blackboard before starting the training session.
- The training exercises in the session must be prepared in different
locations within the training space.
- Avoiding the clutter of material that will not be used on the field
allows us to optimize the time necessary to teach the content.
- Don’t waste time giving too much information to the players. Try not to
provide the desired solution to each exercise, so as to not restrict creativity.
- Give short, clear and useful explanations of exercises (at the beginning and during breaks).
- Use a language that the player can easily and quickly interpret.
- Give just enough information to start playing, and avoid
stopping the session repeatedly.
- Ask players questions to see if they have understood the objective of
the exercise, and if they are focused on its execution.
- If it is necessary to interrupt in order to correct or provide positive
reinforcement, try to provide short breaks.
Organization Activation Learning
- Evaluate the intensity with which the players perform
training exercises during the session.
- Make sure it is an optimal activation level (neither too little nor too much).
- Avoid yelling and making the players stressed, or giving too many
indications or instructions to both young and experienced players.
- However, coaches should avoid being passive or non-participatory.
Organization Activation Learning
- It is important to center the information on the training objective.
- The coach should prepare the training session, focusing not only
on what will be done, but also on what will be said.
- Avoid being constantly in charge or indicating what to do and when to do it.
- Learning should be oriented towards questions and observations
that encourage the player to think and reflect on what has happened.
Time in each stage
Elements and content to teach in a session:
1º) Elements:
Training exercises will be carried out, placing emphasis on perceiving and deciding.
Protecting the ball, dribbling, control, and passing, among others.
Coordination exercises (preferably with a ball) and variability.
Rondos, in which the aim is to optimize the athlete’s structures (coordination, socio-affective, cognitive, etc.).
Introduce a bilateral (2 sides) component if possible and if appropriate.
2º) Elements:
Position or situation games (they will be the main priority in this stage of training).
Exercises will be created so that the players later learn to optimize concepts
associated with the position of the body or profile, amplitude or depth,
pass lines, supporting players, rational occupation of the playing space,
and alternating between a short and long game.
3º) Elements:
Games. This is where the training objectives are expressed in the exercises.
It will be important that they are performed under simple and clear rules,
with arbitration in competition mode and making sure goals are counted.
Since motivation is an important part of this stage, the attained objectives
should be rewarded to encourage the spirit of winning.
What are the characteristics emerging from the training process?
The internal structure of the exercise and training session
Space & Time
Spatial and temporal efficiency.
Belonging or relating uniquely to a particular game subject
Specificity in game situations.
Rules.
Submaximal intensity.
High level of concentration required throughout the training.
Communication between teammates.
Search for unpredictability and chaotic situations.
Encourage group behaviors to resolve this.
The transition between exercises.
Fast-paced playing.
Beginning of the series, taking into account the principle of variety.
Create stress situations.
Competitive exercises
Duration of the session: 1 hour 30 minutes.
How we will provide the information obtained during the session?
- Communication and intervention with the athletes will be carried
out through contingent feedback, which strengthens
their procedural and behavioral knowledge.
- It is not enough to tell the player whether or not he/she has optimally
performed an exercise during training. In this case, asking “why” will
allow the player to reflect on the exercise performed, discover the
optimal answer, and increase his/her understanding of the game.
- One method of player optimization is to offer feedback, use the right words,
and think as coaches before starting a dialog with the players.
For this reason, the use of the appropriate verbal and non-verbal
communication increases the impact of the message on the recipient (players).
- Always keep in mind that the players are the protagonists of the game,
so as to avoid continuously giving prompts and to respect their
behavior on the field, which will allow them to experience different
states in which they must organize themselves.
- In short, it must be made clear that the coach is not absolutely essential
to the player’s learning experience, but if you respect the processes
of each player, you can have an impact on the different formation stages
and support them throughout their sports careers.
When to provide information to players?
- The coach will adapt the information to each playing situation in which
the player is involved, so as not to restrict their decision-making abilities.
- At the same time, the coach should respect the player’s demand for
feedback by providing it, especially if the player requests it.
- Achieving success will therefore serve as a positive stimulus, which
will facilitate the link between movement and emotion. Through
guided discovery, the coach must find out what this link is, as well
as the assumptions on which the player bases his/her behavior.
- For example, what did you perceive when you passed the ball?
If this reflection is useful for the whole group, the feedback should be collective.
On the contrary, the driving commitment gained through practice must
be placed above all else and the message should be individual.
- While there will never be just one correct answer, behavior must be
efficient and effective, An athlete’s individuality gives him/her complexity,
and this characteristic allows the explanation of “why” to be transmitted
according to the particular moment.
- The coach’s expectations must therefore be aligned with those
of the athlete, since these are intimately linked to his/her motivation.
This aspect will be optimized as the coach gets to know the players
better (their interests and needs, which are the key to defining our invention).
- Players are usually given instructions or guidelines for reflection, but it
will be up to them to put these into practice. This activity empowers the
athlete in terms of motor and cognitive skills.
- During competition time, the player will not have any guidelines at
his/her disposal in a real playing situation. For this reason, these
thought-provoking ideas are generally created by the coach in order to
strengthen the athlete’s ability to only reflect on various topics
(for this reason, loaded questions should be avoided); allowing the
coach and athlete to be on the same page.
- The coach should not expect a certain response from the player,
but should be sincerely open to the player proposing something
that reflects his/her decision-making, as well as strengthening
the decision made (if it is expressed as an efficient behavior).
- There is a minimally invasive constraint that strengthens a player’s
perception-action cycle, since it is based on what he/she has
perceived and his/her natural response to a certain tactical or coordination problem
- The coach has traditionally held a leading role in the communication
with his/her players. This new paradigm of pedagogical exchange
requires a different role: that of facilitator, giving the main role to the player.
- The coach must constrain, accompany and encourage, but not be the
protagonist, as he/she will allow the player to occupy this role.
It is a question of fulfilling a more effective function, and facilitating
emerging behaviors in the player that encourage his/her exploration.
- We are talking about a coach who ceases to be a “doer”
and becomes a “motivator,” and finally a “facilitator”
What is a Loaded question?
A loaded question or complex question is a question that contains
a controversial or unjustified assumption. Aside from being an informal
fallacy depending on usage, such questions may be used as
a rhetorical tool: the question attempts to limit direct replies
to be those that serve the questioner’s agenda.
